language teacher
Recently Published Documents


TOTAL DOCUMENTS

1897
(FIVE YEARS 678)

H-INDEX

36
(FIVE YEARS 4)

Author(s):  
Xavier Llovet Vilá

This article is to be conceived as a reflection on communicative oriented foreign language teaching in Norwegian compulsory education. More specifically, the objective is to succinctly examine some key aspects in the implementation of a communicative approach in the Spanish as a foreign language classroom. Based on existing research on foreign language teaching in Norway, it can be affirmed that despite the communicative paradigm initiated half a century ago, the implementation of communicative oriented practices in lower secondary school is limited. This is due, among many other factors, to the strong impact that language teacher schooling beliefs exert on teaching practices over the theoretical principles upon which the curricular reform is based (Kunnskapsløftet-K06). Thus, the success of the recent curricular renovation (Fagfornyelsen-K20) lies in part on how language teacher development programs, both pre-service and in-service, convey the communicative oriented teaching principles to engage teachers in a critical reflexive process of cognition articulation. This reflection examines these principles and suggests an eventual approach for teacher development programs to facilitate the challenge that students face when establishing connections between theory and practice and the articulation of their cognitions. Keywords: teacher cognition, Spanish as a foreign language, curriculum reform, teacher development, communicative language teaching. RESUMEN Este artículo se concibe como una reflexión acerca de la idea central de comunicatividad en la enseñanza de lenguas extranjeras en la educación reglada noruega. Más concretamente, el objetivo es examinar sucintamente los aspectos clave en la implementación de un enfoque comunicativo en la clase de español como lengua extranjera (ELE). Desde la conjunta investigación en didáctica de lenguas extranjeras en Noruega, se constata que cinco décadas después del inicio del paradigma comunicativo, la enseñanza de lenguas en la escuela secundaria noruega muestra una limitada orientación comunicativa. Uno de los factores que explican este fenómeno es la fuerte influencia que ejercen las creencias de los profesores originadas en su periodo de escolarización por encima de los principios teóricos sobre los que se sustenta la reforma educativa vigente (Kunnskapsløftet-K06). El éxito de la nueva renovación educativa (Fagfornyelsen-K20) radica parcialmente en cómo los programas de desarrollo docente, tanto de manera inicial como continua, vehiculan los principios de la enseñanza comunicativa para que los profesores participen en procesos de reflexión crítica en la articulación de sus creencias. Esta reflexión examina estos principios y sugiere un eventual acercamiento en los programas de formación que facilite el reto al que se enfrentan los estudiantes de relacionar conceptos teóricos con su implementación práctica y la articulación de sus creencias.


2022 ◽  
pp. 24-40
Author(s):  
Francis John Troyan ◽  
Emre Başok ◽  
David R. Carr

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.


2022 ◽  
pp. 125-141
Author(s):  
Pete Swanson

The COVID-19 global pandemic quickly changed the educational landscape by adding challenges as teachers had to pivot almost immediately from traditional educational contexts to unfamiliar remote, online environments. In-service world language teachers (N = 497) were surveyed to understand differences in one's sense of efficacy teaching languages before and during the pandemic. Results show stark differences in both contexts. The findings provide manifold implications for world language teacher preparation as well as teacher retention and professional development.


2022 ◽  
pp. 159-178
Author(s):  
Arthur McNeill

Within the field of TESOL, opinions often differ about the role of learners' first language (L1) in second language learning. When teachers are aware of their students' L1, this awareness can increase their understanding of second language acquisition processes and issues. It can also provide teachers with insights into learners' backgrounds and cultures that may influence their approach to studying English and attitudes towards multilingualism. Specifically, the chapter proposes that the notion of teacher language awareness (TLA) should be expanded to include awareness of students' language backgrounds. TLA is regarded as an important component of the knowledge base of a language teacher. Two questionnaires are provided to assist teachers with the elicitation of information about students' L1: (1) a language-focused set of questions to allow comparison between a learner's L1 and English and (2) a sociolinguistic-oriented questionnaire that explores issues related to status and use.


Sign in / Sign up

Export Citation Format

Share Document